In an effort to predict whether field dependent readers would be adversely affected by postreading tasks involving high memory demands and requiring restructuring skills, a study assessed how the field dependent-independent cognitive style may be related to performance on reading comprehension question tasks for school-age learners. Subjects, 55 field independent and 56 field dependent sixth-eighth grade students scoring between 5.0 and 7.9 grade equivalent on the Stanford Achievement Test, were given comprehension question tasks for a series of passages. Results showed that field independent readers outperformed field dependent readers on tasks with high memory demands and with requirements for efficient restructuring skills. Findings also showed that field independent subjects were more successful than field dependent subjects on free-response questions under the condition of no-textbacktracking. (One table of data and one figure are included.) (MS)